The Training of Trainers Manual - UNFPA

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Day 1 Training note Trainers in a peer education workshop play several roles: ▼ Expert: the trainer transmits knowledge and skills, answers questions (or promises to obtain information later), and clarifies misconceptions. ▼ Socializing agent: the trainer strives to share values and ideals − for example, that adolescents and adults should treat both female and male peers as equals and take responsibility for promoting gender equity. ▼ Facilitator: the trainer leads the sessions in such a way that participants are encouraged to participate fully in acquiring the new knowledge and skills introduced in the workshop. Trainers can facilitate different types of learning: ▼ Learning about subject matter − for example, what is gender or sexual orientation ▼ Learning about the relationship between the subject matter and real life − for example, how do gender roles affect adolescent boys’ and girls’ relationships ▼ Learning how to apply knowledge acquired − for example, how can adolescents use their gender sensitivity to recognize and avoid health risks Group discussions play a major role in an interactive training programme. To lead group discussions effectively, facilitators will need various facilitation skills. They should know how to deal with different types of participants and uncomfortable discussions. More guidelines on facilitating group discussions can be found in the session on facilitation skills (Day 5, page 98). Pre-test questionnaire A pre-test is administered to participants to obtain a baseline level of knowledge, attitudes, and skills (or perceived skills) regarding the issues to be covered in this training. The facilitator should encourage the participants to answer the questions from their own perspectives. A sample pre-test questionnaire is provided in Annex 1. A pre-test questionnaire, aimed at assessing the initial knowledge, attitudes, and skills of the trainees, is an evaluation tool similar to those used to evaluate the impact of an intervention within the target group of young people. Monitoring and evaluation is a significant aspect of quality control and sustainability of any programme. This issue will be further explored in a session on monitoring and evaluation on Day 6. Section 2. Guidelines for Training of Trainers 29
Introduction to the training methodology The trainer explains very briefly the experiential and highly interactive training that will be used during the six-day session. This is a good time to invoke the old saying: Tell me … I forget, show me … I remember, involve me … I understand. Explain that this training will be one of ‘involvement’, of experiential learning, as explained in Section 1. The ‘Direct Experience’ diagram provided in that section (as well as in Handout 1) could be copied and distributed to the participants. Participants’ expectations and concerns Participants are given an opportunity to speak about their expectations for the training session and to state any concerns regarding peer education that they would like to have addressed. Responses are recorded on a flip chart. Assess which expectations are likely to be met in the course of the training workshop and which ones may go beyond its scope. At the end of the workshop, a review of these initial expectations should be part of the evaluation. What to expect during this week The facilitator provides a brief explanation of the training team’s expectations for a successful workshop, being sure to incorporate participants’ expectations. The facilitator explains what will happen during the training sessions in the next few days, so that participants are aware of what to expect. Selection of daily feedback teams The facilitator explains that daily feedback from participants on all aspects of the training (not only on the content of the training, but also on organizational and logistical issues) allows the trainers to make changes as needed. She or he Training note suggests appointing an evaluation team Daily feedback is a useful tool for made up of two volunteers (called the monitoring and evaluating the ‘eyes and ears’) for each day of training. educational process, as is the pre-test Their task will be to collect feedback from questionnaire. the group and report to the whole group the next morning. 30 Training of Trainers Manual
Page 1 and 2: Youth Peer Education Toolkit Traini
Page 3 and 4: This publication was made possible
Page 5 and 6: TOT Workshop Day 3 70 Getting start
Page 7 and 8: Acknowledgements The first edition
Page 9 and 10: Introduction Since the inception of
Page 11 and 12: The manual is composed of four main
Page 13 and 14: S e c t i o n 1 From Theory to Prac
Page 15 and 16: 1 From Theory to Practice in Peer E
Page 17 and 18: The theoretical base for peer educa
Page 19 and 20: Health belief model The health beli
Page 21 and 22: Translating theory into practice Wh
Page 23 and 24: Use of role plays and other theatre
Page 25 and 26: 2 Guidelines for Training of Traine
Page 27 and 28: training or when supervising peer e
Page 29 and 30: The workshop agenda: an overview Da
Page 31: Getting Started Workshop opening Th
Page 35 and 36: Things to consider when using energ
Page 37 and 38: Begin the game as described above.
Page 39 and 40: Training topic Peer education - the
Page 41 and 42: Exercise: Theory - practise it 30 m
Page 43 and 44: written on the flip chart (if they
Page 45 and 46: The following exercises will help p
Page 47 and 48: Training topic Introduction to team
Page 49 and 50: Exercise: The human knot Objectives
Page 51 and 52: Closure Lead a discussion about how
Page 53 and 54: The scenarios described above may o
Page 55 and 56: TOT Workshop Day 2 Getting started
Page 57 and 58: Explain that the choices for ending
Page 59 and 60: Exercise: STI challenge Objective T
Page 61 and 62: Training note The following are exa
Page 63 and 64: Ask each group to write on the flip
Page 65 and 66: Explain to participants that when e
Page 67 and 68: Exercise: Do you agree 45 minutes O
Page 69 and 70: Training note When integrating a ge
Page 71 and 72: Ensure that both columns include po
Page 73 and 74: TOT Workshop Day 3 Getting started
Page 75 and 76: Training topic Techniques for build
Page 77 and 78: Exercise: Saying ‘no’ role play
Page 79 and 80: Training note Remember that abstain
Page 81 and 82: Process Begin the exercise with a r
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Those of you who selected the paper
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Closure Allow the participants to t
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Getting Started Stretching exercise
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Also suitable for training of peer
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What sort of lifestyle do you have
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Exercise: One day in my life Object
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■ Tanya, age 16, three months pre
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Process Introduce this exercise to
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Wrap-up The facilitator provides a
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Getting Started Stretching exercise
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▼ ▼ ▼ ▼ ▼ Do invite your
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Closure Explain that no matter what
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Exercise: Debate - how to retain pe
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Stress and self-care Peer educators
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Balancing act - keeping the energy
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■ Is relationship oriented ■ Ad
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TOT Workshop Day 6 Getting started
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To introduce the topic, mention tha
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■ What do we evaluate in our proj
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they argue that programmes are more
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Exercise: Introduction of the spect
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Returning to the example, ask the p
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Closure Ask one participant from ea
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126 Training of Trainers Manual
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3 A Sample Peer Education Session o
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Why we are here For this exercise,
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HIV/AIDS: Basic facts and questions
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S e c t i o n 4 Participant Handout
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The health belief model The health
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7. A person with herpes can infect
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Youth involvement This term is ofte
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Youth-adult partnership A true part
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■ Youth as partners. Adults who h
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Impact on youth Youth participation
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■ Organizations placed a greater
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7. HIV can also be transmitted when
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Annex 1 • Sample Pre-training and
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20 Please specify two to three crit
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10 Provide definitions for: Gender
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27 Please specify two to three crit
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■ Women should remain virgins unt
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Suitable for Peer educators’ trai
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Annex 3 • Skills Rating Form 3 Th
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Annex 4 • Annotated Peer Educatio
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Summary Booklet of Best Practices J
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Together We Can: Peer Educator’s
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contains a theoretical section and
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6. Journals Xcellent. The journal o
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Annex 5 • Exercises Used in Secti
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